1. Grade 1 Mov't - Province of Manitoba

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Grade 1��

The student will demonstrate competency in selected movement skills, and knowledgeof movement development and physical activities with respect to different types oflearning experiences, environments, and cultures.

K-4 Physical Education/Health Education: A Foundation for Implementation

SUGGESTIONS FOR INSTRUCTION

Students will...

PRESCRIBED LEARNING OUTCOMES

1–4

� Movement Picture Chart

Put up pictures that help identify the basic movement skills (i.e.,transport, manipulation, balance).

� Movement Word Wall

Have students help develop a word list of basic movement skills.Print the movement vocabulary words on cards and post them asthe skills are performed. (See Word Wall, K–4 ELA,Strategies–199.)

� It’s Your Move

Using the Think-Pair-Share strategy, have pairs of students taketurns to perform and name the various movements. Havestudents match their actions to those in the pictures on theMovement Picture Chart. (See Think-Pair-Share, K–4 ELA,Strategies–15.)

� On Stage

Have half the class perform a basic movement represented oncard titles and/or pictures held up by the instructor. The otherstudents, who are not allowed to see the cards, use a checklist oftitles and/or pictures to indicate which movement is beingperformed. Have the class switch roles.

Variation: Simply have the audience put up their hands if theyrecognize the movement.

��K.1.1.A.1 Recognize the basicmovement skills (i.e., transport,manipulation, balance) used indifferent physical activities.

Curricular ConnectionsELA: GLO 1—Explore thoughts, ideas,feelings, and experiences (experiment withlanguage and form)MA: Patterns and Relations (sorting)

TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

Grade 1: Movement–Knowledge

1–5

Introduce, explain, use, and reinforcemovement vocabulary throughoutthe year.

The purpose of the student learningoutcomes and of this document is toensure that all students acquire theknowledge, skills, and attitudes tobecome physically active and tomake health-enhancing decisionsdesigned to improve their personalquality of life.

The knowledge outcomes often relateclosely to the skill outcomes and,therefore, the suggested learningactivities are at timesinterchangeable and complementary.

Attitude indicators for each of thegeneral student learning outcomesdefine the desired attitudes and areincluded to guide teachers inanecdotal reporting of attitudes.Always encourage students todevelop positive attitudes throughinvolvement in emotionally safe,enjoyable, personally meaningful,and challenging learningenvironments.

The learning outcomes and attitudeindicators are listed

• at the end of each GLO section

• on the summary charts for eachGLO (see Framework Excerpts)

• on the poster chart included withthis document

Refer to Basic Movement Skills(K–3) (Manitoba Education andTraining) for more information onbasic movement skills and ondeveloping skill posters that can beused as visual tools. Skill posters canalso be obtained through theManitoba Movement Skills

� Questioning: Movement Picture ChartTeacher: Inventory

After students have identified pictures of basic movement skills,discuss and determine which basic movement skills are used in avariety of sports/activities.

(Note that all sports use some form of basic movement skills.)

Examples:

• Soccer—all players: running, jumping, throwing, kicking(goal tenders: ball rolling/catching)

• Diving—running, jumping, hopping, balancing (static anddynamic)

Ask students to name different sports/activities for skill analysis.

� Observation: It’s Your MoveTeacher: Informal Inventory

Observe whether or not students recognize basic movementskills.

TEACHER NOTES (continued)

Committee (refer to the Manitoba Physical EducationTeachers Association [MPETA] website for contactinformation: <http://home.merlin.mb.ca/~mpeta/>).

Refer to learning outcomes S.1.1.A.1, S.1.1.A.2, andS.1.1.A.3 for further suggestions for instruction.

Discuss everyday applications of the various movement skills(e.g., throwing is used in dodge ball, football, basketball,baseball, track and field) to show children how their physicaleducation connects to the real world.

Use BLM G–1: Summative Checklist (seeAppendix H) to record student performance inall movement outcomes listed at the end of thisGLO.


� Good Practice Makes Perfect

Have students reflect on their practice of skills in activitiessuggested for learning outcomes S.1.1.A.1 to S.1.1.A.3.

Use a Sharing/Talking Circle to have students listen to a storyfrom the teacher, other students, or a book, illustrating how goodpractice can improve performance. (See Talking Circle, Successfor All Learners, 7.5.)

Questions for Discussion:

• How will you learn skills more quickly?

• Is it okay to make a mistake?

• What helps you not to make a mistake again?


Students will...


��K.1.K.B.1 � K.1.1.B.1* Discussmovement skill development asrequiring good practice andpatience in learning (e.g., to makeand correct mistakes is part of thelearning process; try, try again...).

_____

* The arrow (�) indicates that the learningoutcome is maintained from a previousgrade.

Curricular ConnectionsELA: GLO 1—Explore thoughts, ideas,feelings, and experiences (express ideas)

1–6

� Reflection/Learning Log: Good Practice Makes PerfectTeacher: Inventory

Have students reflect on their performance of skills, as practisedin relation to learning outcomes S.1.1.A.1 to S.1.1.A.3. Studentschoose their most challenging skill and rate their practice skillsin the following learning log activity, to be read aloud by theteacher.

Suggested Criterion:

Look for

� evidence that the student understands that good practice isrequired when learning movement skills



1–7

Use active strategies whenaddressing knowledge-basedlearning outcomes. However, paperand pencil tasks could be done in theclassroom as extension activitiesfollowing the active sessions in thegymnasium. Journalentries/reflections and paper andpencil activities are excellent itemsfor portfolios. See BLM 1–1: Good Practice Makes Perfect.


� Movement Exploration (force and body position)

Develop demonstrations that display how balance is affected byspeed, weight, and base of support.


Use the following suggested questions for discussion as theyapply to the different learning activities:

• Why is it easier to stop when going slowly than when goingfast?

• Why is it easier for a small person than for a big person tostop?

• Why does bending your knees help you to land safely?

� Learning Outcome Connection

Have students participate in various gymnastic landing activitiessuggested for learning outcome S.1.K.D.2 and discuss howbalance is affected by force and body position.

Review safety rules related to landings. Ensure that students donot bend knees more than 90 degrees. Check landing areas foreven and clear landing surfaces and keep heights of elevatedobjects for jumping to knee height.


Students will...


��K.1.1.B.2 Show anunderstanding that balance isaffected by the amount of force(i.e., speed, weight) and bodyposition (i.e., bent knees, feet apart indirection of movement, arms spread)in stopping and landing activities(e.g., stops and starts, jumping fromlow heights, movementexploration...).

Curricular ConnectionsPE/HE: S.3.1.A.1 (safety)

1–8

� Questioning/Interview: Movement Exploration andGymnastic LandingsTeacher: Inventory

After students have participated in the physical activities, ask thefollowing questions to determine their level of understanding:

1. Is it easier to stop at a slow speed or a fast speed?

2. When you place your feet apart rather than together, is iteasier to keep your balance when stopping?

3. To stop quickly while running, what part of your body doyou bend to keep from falling?

4. When is jumping a difficult activity for you?



1–9

Demonstrate to the class (or withhelp from a student) both desirableand undesirable movements/bodypositions, followed by groupimitation.

Examples of Demonstrations:

• Speed— Slow: easy to stop at

specified spot.

— Fast: harder to stop due tomomentum.

• Weight— Heavy: imagine catching a

medicine or bowling ball(land like an elephant).

— Light: imagine catching aballoon or beach ball (landlike a feather).

• Base of Support— Bent knees: bent knee

landing absorbs shock versusstraight leg, stiff landing doesnot absorb shock.

— Feet apart: wide stance forstability versus narrow stancefor instability.

— Arms spread: counterbalancesupport.

Explain the importance of goodbalance, proper speed in confinedareas, stopping at end lines ratherthan the walls, and jumping fromlow heights in order to maintainsafety.

For further gymnastic landingactivities, see Lessons A1, A2, A3,and A18 of Up Down All Around(Russell, Schembri, and Kinsman).


� Following Directions

Have students respond to verbal cues (e.g., teacher direction,audiotapes) or visual cues (e.g., pictures, arrows, signals) duringwarm-up activities for understanding of terms associated withmoving in various directions and at different levels.

Examples:

� � � �

� Creative Movement

Have students (alone, in pairs, or in small groups) design, refine,and perform a movement sequence that solves a movementproblem.

For example, the movement sequence must• have a definite beginning and ending (balance or pose)• include three different directions (forward, backward,

sideways)• include three different levels (high, medium, low)

� Forward, Backward, Up, and Down

Set up large apparatus (e.g., ladders, jump boxes, climbingframe) and have students explore movement on different areasof the apparatus (high, medium, low) while travelling forward,backward, up, down, and sideways. See Lesson A10 of UpDown All Around (Russell, Schembri, and Kinsman) foradditional ideas.

� Folk/Line Dances

Have students participate in a variety of common dances (e.g.,Seven Jumps, Jiffy Mixer, Bird Dance, Macarena, Hokey-Pokey).

� Creative Movement and Poetry

Have students respond to various movement phrases in poems.Example:

Jack-in-the-BoxIf I were a jack-in-the-box,I’d play a tune that really rocks, I’d coil up tight, then out I’d pop,Bend low, stretch up, I’d bounce and bop,I’d spring and sway from side to side, Pull in my arms then throw them wide,Then in my box I’d twist and drop,Count one, two, three, then BLOW MY TOP!


Students will...


��K.1.1.B.3a Recognize the termsassociated with moving in variousdirections (i.e., forward, backward,up, down, sideways) and at differentlevels (i.e., high, middle, low).

Curricular ConnectionsELA: GLO 1—Explore thoughts, ideas,feelings, and experiences (experiment withlanguage and form), GLO 2—Comprehendand respond personally and critically toliterary and media texts (textual cues)MA: Shape and Space (comparisons ofdistance, height, length)

1–10

� Observation: Following DirectionsTeacher: Informal Inventory

As students respond to direction and level cues, observe forevidence of understanding of terms.

� Can students respond appropriately to cues by moving in thecorrect direction?

� Can students respond appropriately to cues by moving atdifferent levels?

� Performance Task: Creative MovementPeer Assessment: Checklist

Have students observe peers and assess whether movement taskcriteria have been met.

The movement sequence clearly shows

� a definite beginning

� three different directions

� three different levels

� a definite ending



1–11

Levels in Space:• High—above the shoulders.

• Medium—between the shouldersand knees.

• Low—below the knees.

Use music, stories, or poetry tostimulate movement.

Dance steps/instructions are alsoavailable in the following resources:

• 1999 Pan American Games:Resource Kit for PhysicalEducation Teachers (PanAmerican Games PhysicalActivity/Physical EducationCommittee)

• Ready-to-Use P.E. Activities forGrades K–2, Rhythms and Dancesection (Landy and Landy)

Also contact the InstructionalResources Unit (Library), ManitobaEducation, Training and Youth, fordance resources such as ChristyLane videos and music.

Refer to the Alberta Learningwebsite: <http://ednet.edc.gov.ab.ca/physicaleducationonline/>.

Use BLM G–2: Class Checklist to record studentresults (see Appendix H).


� Body Shapes

Call out different body shapes and have students respond tothem.

Examples:

Make yourself

• round like a wheel

• stretched long and skinny like a pencil or the number 1

• stretched out with arms to the side to be wide like theletter T

• look like a pretzel

� Creative Themes

Have students create shapes through imagery based on variousthemes.

Example:

Space Theme

• Moon rocks—curled, round

• Stars—wide, stretched

• Rocket ship—tall, narrow

• Aliens—twisted

Incorporate “space theme” music to stimulate movementexploration.

� Turtle Tag (curled)

Select two or three taggers and have students lie on the floor likean upside-down turtle on its shell (with hands and feet in the air)when they are caught. Have other students rescue the turtles bygently rolling them back onto their hands and feet.

� Frozen Tag (stretched)

Select two or three taggers and have students freeze in astanding position with their legs and arms extended (like theletter X) when and where they are caught. Have other studentsrescue the frozen players by crawling under their legs or runningunder their arms.

Variation: Play Jack/Jill Frost and Mr./Mrs. Sunshine byselecting two taggers to be Jack or Jill Frost and two rescuers tobe Mr. or Mrs. Sunshine. Have the taggers wear dark pinnies andthe rescuers wear yellow or red pinnies.


Students will...


��K.1.1.B.3b Recognize termsdescribing different body shapes(i.e., curled, stretched, narrow, wide,twisted).

Curricular ConnectionsELA: GLO 1—Explore thoughts, ideas,feelings, and experiences (experiment withlanguage and form), GLO 4—Enhance theclarity and artistry of communication(enhance legibility, enhance artistry)PE/HE: S.1.1.A.3, K.1.1.C.4 (socialbehaviours in physical activity)SC: Cluster 4—Daily and SeasonalChanges (sun, frost)

1–12

� Questioning/Interview: Body ShapesTeacher/Peer Assessment: Inventory

Ask the following questions while students observe a classmatedemonstrating a body shape:

1. What body shape do you see?

2. What body shape would be the opposite of the one you see?(e.g., curled and stretched; wide and narrow)

3. Which words could describe body shapes that look thesame? (e.g., stretched and narrow)

Suggested Criteria:Look for student understanding of the terms

� curled

� stretched

� narrow

� wide

� twisted



1–13

Games may be used to reinforce andapply students’ understanding ofbody shapes. In any rescue tag game,remind students to playcooperatively and to be courteous.(Refer to learning outcomeK.1.1.C.4.)

Introduce, explain, use, and reinforcebody shape terms as studentsparticipate in learning activitiesthroughout the year.

Body Shapes:• Curled—body parts pulled

together in a close, round shape.

• Stretched—body parts or wholebody extended.

• Narrow—arms or legs extendedclose together to resemble a long,straight shape.

• Wide—arms or legs stretched outaway from the trunk to make alarge shape.

• Twisted—part of the body in afixed position and another partmoved away from the fixed part;limbs wrapped around each other,intertwined.

For further instructional suggestions,see Lessons A4 to A8 of Up DownAll Around (Russell, Schembri, andKinsman).

Discourage deep back bends as asafety precaution to reduce risk ofback injury.


� “Ani-motion”

Have students move like animals that move

• quickly (e.g., rabbit, cheetah, horse)

• slowly (e.g., turtle, snail, worm)

• with strong force (e.g., elephant, hippopotamus)

• with light force (e.g., mouse, kitten)

• with free flow (e.g., butterfly, dragonfly)

• with bound flow (e.g., caterpillar into cocoon)

� Motion Madness (time)

Have students perform movements

• to music with a slow tempo or to the slow beat of a drum:slowly walking, hopping, galloping, and crawling

• to music with a fast tempo or to the fast beat of a drum:quickly running, jumping, and galloping

� “Let’s Have a Ball” (force)

Use an Inquiry Chart with the whole class to facilitate inquiriesabout force and ball bouncing and throwing.

• Have students bounce a ball using a lot of force (pushing ithard to the floor). Have them bounce the ball with littleforce (pushing it lightly to the floor).

• Have students throw a ball to the wall using strong and lightforce.

Questions for Discussion:• How high does the ball bounce when you push it hard with a

lot of force?

• How high does the ball bounce when you push it lightlywith little force?

• Which ball gets to the wall more quickly, the one thrownwith strong force or the one thrown with light force?

(See Inquiry Chart, K–4 ELA, Strategies–83 to 87.)

� Scarves (flow)

Provide each student with a scarf to throw and catch (boundflow). Have students perform continuous figure eights (freeflow).


Students will...


��K.1.1.B.3c Recognize time (e.g.,fast or slow...), force (e.g., strong orlight...), and flow (e.g., free andbound...) as qualities of effort inmovement.

Curricular ConnectionsMA: Patterns and Relations (comparisons)SC: Cluster 1—Characteristics and Needsof Living Things (animal games)

1–14

� Questioning/Interview: “Ani-motion”Teacher or Peer: Inventory

Have students observe a classmate demonstrate one animalmovement at a time and answer the following questions:

1. Does this animal move fast or slowly?

2. Does this animal move with strong or light force?

3. Does this animal move with free-flowing movement orbound and controlled movement?



1–15

Introduce, explain, use, and reinforcethe following definitions to explainqualities of effort in movement asstudents participate in learningactivities throughout the year.

Qualities of Effort in Movement:

• Time— Fast: quick, explosive.

— Slow: careful, drawn out,sustained.

• Force— Strong: intense, heavy,

forceful, loud.

— Light: easy, weak, gentle,soft.

• Flow— Free: smooth, continuous

movement that is flowing andongoing and cannot bereadily stopped.

— Bound: small, controlled,restricted movement that canbe readily stopped.


� Follow the Leader (lead, follow)

Have each student select a partner: one is the leader and one isthe follower. Have the leader walk, run, hop, gallop, or jump. Onone given signal, the leader changes the movement. On anothersignal, the follower becomes the leader. On yet another signal,all students change partners.

� Shadow Tag (chase, flee)

In an area with lots of sunshine, have students pair up, one asthe runner and the other as the tagger. On a specified signal, thetagger tries to tag the runner by stepping on the runner’s shadow.The players switch positions and continue to run.

� Move to the Beat (move with)

Have students run, hop, gallop, and jump with a partner ingeneral space to music or to the beat of a drum, stopping andstarting when the music stops and starts. Have students switchpartners frequently.

� Dodger-in-the-Middle (dodge)

Have students work in groups of three, with two players(throwers) standing approximately six metres apart and the otherstudent (dodger) in the middle between them. Have the twothrowers throw a soft sponge ball at the dodger who will tradeplaces with the person who hits him or her below the waist.

� Pirate Soccer

Have students move in general space, dribbling soccer balls withtheir feet (all players start with a ball except five or six studentswho are the pirates). Pirates attempt to take possession of (steal)the balls from others who are trying to control their dribble. Ifthe pirate is successful at taking possession, he or she becomesthe dribbler and the dribbler becomes a pirate.

Variation: Instead of using soccer balls, use floor hockey sticksand pucks, ringette sticks and rings, broomball sticks and balls,or playground balls and bouncing.


Students will...


��K.1.1.B.3d Recognize terms formoving in relation to others (i.e.,lead, follow, chase, move with, flee,dodge).

Curricular ConnectionsSC: Cluster 4—Daily and SeasonalChanges (shadows)

1–16

� Questioning: Follow the Leader and Shadow TagTeacher: Inventory

Ask the class questions regarding the various terms used formoving in relation to others:

� Where does the leader position herself or himself in relationto a partner?

� Where does the follower position herself or himself inrelation to a partner?

� Does the chaser lead or follow?

� What does it mean to “flee”?

� What does a “dodge” look like?

� Why would a person “dodge”?

Questions can be asked of groups of students as they rotatethrough various skill/activity stations.

� Performance Task: Follow the Leader, Shadow Tag,Move to the Beat, and Dodger-in-the-MiddleTeacher: Checklist

During a learning activity, have each partner put on a red or bluepinnie. While students play, direct/observe a specific pinniecolour to lead/follow, flee/chase, and move with/dodge to seewhether students are able to change roles/responses. Recordobservations on a checklist.

Moving in Relation to Others

Names Lea

d

Follo

w

Flee

Cha

se

Mov

e w

ith

Dod

ge



1–17

Introduce, explain, use, and reinforceterms for moving in relation toothers as students participate inlearning activities throughout theyear.

Relationship:

• Lead—move in front of a partneror group.

• Follow—move behind a partneror group.

• Chase—move quickly to reach orovertake a person or object.

• Flee—move quickly to avoid achaser.

• Dodge—move quickly to changedirection, pathway, and/or speedto evade a player or an object.

Encourage the dodgers to stay on theballs of their feet, while facing theperson who is throwing, so that theycan more quickly change direction orpathway to avoid the ball.

Partner skilled students with studentswho are experiencing difficulty withtransport skills, where possible.

Discuss “clean” steals without bodycontact or penalty.


� Game Rules!

Have students brainstorm rules for partner games/activities suchas Partner Tag suggested for learning outcome K.1.K.C.1.

� Create-a-Game

Have students work with a partner to make up a simple tag gamewith rules and safety tips. Have students use a Gallery Walk tofacilitate sharing. Students demonstrate their ideas with othersets of partners, using the following questions for reflection:

• What is the name of the game?

• How many players are in the game?

• What equipment do you need?

• How do you play the game?

• What are other rules and safety tips of the game?

Variation: Have students make up a game that is related to ascience topic (e.g., animal games, using weather terms, calendarterms, the five senses).


Students will...


��K.1.1.C.1 Demonstrateknowledge of fundamental rules(e.g., boundaries, safety...) used insimple games and activities (e.g.,partner tag games...) designed by selfor others.

� K.1.1.C.2* Recognize movementvocabulary (e.g., hop, skip, spin,deke, dodge, counter-clockwise...)when following directions related tosimple games and activities (e.g.,obstacle courses...).

_____* The flower (�) indicates that the learning

outcome could be introduced in this grade.

Curricular ConnectionsPE/HE: S.3.1.A.1 (safety)

1–18

� Performance Task: Simple Games and ActivitiesTeacher: Anecdotal Notes

Observe students as they participate in simple games andactivities. Use self-stick notes to list students who do/do notdemonstrate knowledge of the rules.

Suggested Criteria:

Look for evidence that the student

� stays within boundaries

� tags lightly

� understands specific rules of the game

� looks forward when running

� travels safely in general space (no bumping)

� other



1–19


Ask the following questions to guideclass discussion:

• Why do we need rules?

• How do rules help keep us safe?

In a Gallery Walk, students travelfrom group to group experiencingthe created games. (See GalleryWalk, K–4 ELA, Strategies–202 to203.)


� Colour Targets

Set up three stations, each with coloured targets of a differentsize (small, medium, or large) and balls of a different size. Havestudents practise manipulation skills (e.g., underhand throwing,rolling) at the three stations and determine which size of target iseasiest to hit and which size of ball is easiest to throw.

� Guided Discovery

Have students experiment with equipment of various sizes inPartner Challenges (see learning outcome S.1.1.A.2) todetermine what sizes allow for the most success.

Have students perform the Partner Challenges from variousdistances to determine what distances are best suited to theirsuccessful attempt of the skills.

� Fair Play for Kids

Use a Sharing/Talking Circle to have students listen to a storyfrom the teacher, other students, or a book, illustrating examplesof sharing, honesty, respect, and other social behaviours relatedto participation in physical activity. (See Talking Circle, Successfor All Learners, 7.5.)

� Shark in the Sea

Have students (fish) walk around a medium circle in the centreof the gymnasium, surrounding a shark (teacher or student)squatting in the centre. Students chant, “Shark in the sea, youcan’t catch me,” until the shark jumps up to say, “Yes, I can.”The shark chases the fish as they run away. Caught fish becomehelpers to the shark.

Variation: Have students skip, hop, jump, gallop, crawl, andswim around the circle.


Students will...


��K.1.1.C.3 Identify the factors(i.e., target distance, size of target,weight or shape of projectile)affecting the level of difficulty oftarget games/activities.

��K.1.1.C.4 Discuss the meaningof sharing, honesty, respect, andother social behaviours related tophysical activity participation (e.g.,honesty means acknowledging thatyou have been tagged in a taggame...).

Curricular ConnectionsELA: GLO 1—Express thoughts, ideas,feelings, and experiences, GLO 5—Celebrate and build community (cooperatewith others, work in groups)PE/HE: S.1.1.B.1, S.1.1.B.2, S.1.1.B.3,S.1.1.B.4 (fitness), S.3.1.A.1 (safety),GLO 4—Personal and Social Management(fair play)SC: Cluster 1—Characteristics and Needsof Living Things (animals, fish life,predators)

Curricular ConnectionsPE/HE: GLO 4—Personal and SocialManagement (problem solving)SC: Cluster 2—The Senses (touch, feel)

1–20

� Reflection: Colour TargetsTeacher: Inventory

After visiting the three stations, have students indicate whichsize of ball and target they found the easiest to use.

Set out a small, medium, and large ball. Have students line upbehind the ball they found easiest to throw. Students will then goto the stations that had the target that was easiest for them to aimat.

Suggested Criteria:

Students indicate that

� some pieces of equipment are easier to use than others

� some target sizes are easier to hit than others



1–21

Questions for Discussion:Use the following questions as theyapply to the different activities:

• Which size of ball is easiest tothrow?

• Which size of target is easiest tohit?

• If a target is small, should youstand close or further away?

• Do you throw differently whenthe object is heavier?

• Which shape is easiest to throw?Why?

Assure students that everyonedevelops skills at different rates andthat their level of success may bedependent on previous experienceand/or ability. Therefore, studentsmay choose different distances andequipment sizes.

Use cartoons to display socialbehaviours. See Fair Play for Kids:A Resource Manual (Binder) forfurther information.

Emphasize the importance of fairplay and courteous socialbehaviours. (See learning outcomeK.1.K.C.4.)


� Transport Tricks

Have students perform a variety of movements with equipmentset up at different stations.

Examples:

• Run around cones.

• Hop on foot patterns on the floor.

• Gallop around hoops placed on the floor.

• Jump onto a mat or onto floor numbers or letters.

� Follow the Signs

Set up cones, with signs indicating the basic transport skills, in apath throughout the gymnasium. Have students read the sign (orlook at the picture) on a cone and perform that skill on their pathto the next cone.

Variations: Have students work in pairs as suggested in Followthe Leader (see learning outcome S.1.K.B.1).

� Circuit Activity

Set up various pieces of equipment around the gymnasium (e.g.,cones, hoops, ropes, low benches, boxes). Have students taketurns moving through the circuit.

� Parachute Colours

Using a multicoloured parachute, have students perform variousmovements around the outside of the parachute when the colourthat they are holding is called out (e.g., “red”: all those holdingred run, hop, gallop, or jump one or two times around theparachute, back to their own spot.)

� Follow the Yellow Brick Road

Use coloured lines and pathways on the gymnasium floor tohave students travel to the “Land of Oz” as follows:

• red lines—running

• green lines—galloping

• blue lines—hopping

• and so on


Students will...


��S.1.1.A.1 Demonstrate the basictransport skills (i.e., running,hopping, galloping, jumping) in avariety of movement experiences(e.g., run/hop around a hoop, jumpconsecutively in a forwarddirection...).

Curricular ConnectionsELA: GLO 2—Comprehend and respondpersonally and critically to literary andmedia texts (cueing systems), GLO 4—Enhance the clarity and artistry ofcommunication (enhance legibility,enhance artistry)MA: Number (counting)PE/HE: K.2.1.C.1a (fitness)

1–22

� Performance Task: Transport TricksTeacher: Scoring Rubric

While students are participating in Transport Tricks, look fortransport skill competency.

Suggested Criteria: Jumping

The student

A. takes off and lands on two feet (toe-ball-heel)

B. bends knees and body (at waist) in preparation for the jump

C. swings arms fully in a backward-forward direction

D. extends body in flight and lands with bent knees

E. focuses eyes forward

Refer to Physical Education K–4: Basic Movement SkillsAssessment (Movement Skills Committee)—available at theManitoba Text Book Bureau—for transport skills criteria (e.g.,running, hopping, galloping).

Scoring Rubric

Rarely

1Initial

WithDirection

2Initial-

Formative

Sometimes

3Formative

Frequently

4Formative-

Mature

Consistently

5Mature


Grade 1: Movement–Skills

1–23

Some suggestions for instructionapply across the grades (see learningoutcomes S.1.K.A.1, S.1.1.A.1,S.1.2.A.1, S.1.3.A.1, and S.1.4.A.1);however, some are grade specific.Ensure that learning activities andachievement expectations aredevelopmentally appropriate.

Due to the depth and breadth ofskill-related outcomes, learningexperiences will be ongoingthroughout the year. It isrecommended that skills in each ofthe categories (transport,manipulation, and balance) beassessed separately.

See also Every “Body” Move,learning outcome K.2.1.C.1a.

Use BLM G–4: Movement Skills Rubric andChecklist (see Appendix H) for recording classresults. See also BLM G–5: Transport Skills Criteria(Appendix H) for a summary of all transport skillscriteria.


� Roller Ball (rolling)

• Have students, without using equipment, stand in the readyposition (hand with imaginary ball out in front and feet sideby side) and have them follow your actions while listeningto word cues.

• Have students perform this task saying the word cues aloud.

• Provide each student with a hand-size ball. Have studentsroll their balls along the floor to the wall in their ownpersonal space.

• Using a poster or pictures of skills (see learning outcomeK.1.1.A.1), have students follow your actions with wordcues.

• Once again, have students roll their balls to the wall.

• Have students who are displaying the proper form ofopposition demonstrate it to the others.

• Have students aim for cones once they have the propertechnique.

• Have partners roll their ball back and forth.

� Beanie Blast (underhand throwing and catching)

Have students perform a variety of activities in their own spacewith their own beanbag.

Can you toss your beanbag

• and catch it with both hands before it drops to the floor?

• and catch it with both hands five times in a row? Eight timesin a row?

• from one hand to the other?

• a little higher? Even higher? And still catch it?

• and clap your hands together once or more before you catchyour beanbag?

• and catch it with just one hand?

• and catch it with just one hand five times? Eight times?More?

(continued)


Students will...


��S.1.1.A.2 Demonstrate the basicmanipulation skills (i.e., rolling,underhand throwing, catching,striking, bouncing, kicking) in avariety of simple movementexperiences (e.g., roll a ball to apartner; toss a ball and catch it beforeit bounces twice; kick a stationaryball...).

(continued)

1–24

� Performance Task: All Learning ActivitiesTeacher: Scoring Rubric

While students are participating in the learning activities, lookfor the key characteristics and proper form of each of the basicmanipulation skills.

Suggested Criteria: Rolling

The student

A. focuses eyes on target

B. rolls ball with a backward and forward arm swing

C. steps forward with leg opposite to the hand holding the ball

D. bends knees and releases the ball along the floor

E. follows through with hand pointing to the target

Refer to Physical Education K–4: Basic Movement SkillsAssessment (Movement Skills Committee) to identifymanipulation skills criteria (e.g., underhand throwing, catching,striking, bouncing, kicking).

Scoring Rubric

Rarely

1Initial

WithDirection

2Initial-

Formative

Sometimes

3Formative

Frequently

4Formative-

Mature

Consistently

5Mature



1–25

Refer to Basic Movement Skills(K–3) (Manitoba Education andTraining) for skill descriptions,progressions, and suggested teachingstrategies.

Skill posters or pictures can bedeveloped with a regular or digitalcamera.

Use hoops for each student’spersonal space and play musicduring skill practice. When studentshave completed the task, they can sitin their hoops or perform thechallenge until the music stops. Use BLM G–4: Movement Skills Rubric and

Checklist (see Appendix H) for recording classresults. See also BLM G–6: Manipulation SkillsCriteria (Appendix H) for a summary of allmanipulation skills criteria.


(continued)

� Partner Challenges (striking, bouncing, and kicking)

Have students work in pairs to perform the following activities(as suggested for learning outcome S.1.K.B.1):

• Strike a balloon back and forth using hands.

• Strike a sponge ball with a spongy polo stick.

• Bounce pass and catch a ball.

• Kick pass and stop/trap a ball.

Have students try to reach specific goals, such as the following:

• Strike a balloon eight times in a row without letting it touchthe floor.

• Count how many times you and your partner can kick orbounce a ball back and forth in 15 seconds.

Variations: Change the distances and the number of attempts.Have students aim for a record and then try to break the record(e.g., How many times can you and your partner strike theballoon back and forth?).


Students will...


��S.1.1.A.2 (continued)

1–26



1–27

While students are practising theskill, look for correct technique andfor demonstrators who wish toperform in front of the class.

Also select a few students to practisethe next activity so that they areready to display it properly to thewhole class.

Establish boundaries and recommenddistances.

Challenge students with individualtasks prior to partner activities.


� Statues

Direct students to freeze in a variety of positions when the musicstops. Call out different body parts, numbers of body parts,levels (low, medium, high), and body shapes (open, closed,wide, narrow). Incorporate movement concepts such asrelationships by including partner balances (e.g., partnerbalances on two or three body parts).

� Shapes (static)

Have students make the following types of bridges in personalspace: curved, wide, narrow, short, long, high, and low.

� Body Letters

Have students work together in groups of two or three to designspecific letters of the alphabet in a balance on the floor or onmats. Have students present their designs in a Sharing/TalkingCircle. (See Talking Circle, Success for All Learners, 7.5, orSharing Circle, K–4 ELA, Strategies–106.)

� Walk the Plank (dynamic balance)

Have students perform the following challenges:

• Walk on a bench, stop in the middle, and perform a “storkstance” or an “airplane” for five seconds.

• Walk across a bench holding a beanbag on the head, hands,shoulders, feet, and so on.

• Walk across a bench and pass through a hoop.

� Tornadoes

Have students run randomly throughout the gymnasium and stopwhen the teacher raises one arm. On the signal “tornadoes,”students immediately join in groups of three and circle to theleft.


Students will...


��S.1.1.A.3 Explore static and/ordynamic balance, using differentmovement concepts (e.g., usingdifferent shapes, levels, body parts...).

Curricular ConnectionsELA: GLO 4—Enhance the clarity andartistry of communication (enhancelegibility, enhance artistry)MA: Shape and Space (comparisons)PE/HE: K.1.1.B.3a (levels), K.1.1.B.3b(body shapes), S.2.1.A.1a (fitness)

1–28

� Observation: StatuesTeacher: Informal inventory

Observe students as they take part in Statues.

Suggested Criteria:

The student demonstrates willingness to explore

� static and dynamic balance

� starting/stopping in response to signals/cues/commands



1–29

Encourage students to hold theirbalance until the music resumes.Have half the class demonstrate theirbalance while the other half watches,and then switch.

See also Trick the Dancers, learningoutcome S.2.1.A.1a.

For further ideas, see Lessons A4 toA8 of Up Down All Around (Russell,Schembri, and Kinsman).

The Sharing/Talking Circle is basedon First Nations teachings.

Challenges such as those suggestedin Walk the Plank work well asstation activities.


� Puddle Jump (transport)

Give each student a hoop and have students place them on thefloor in front of them. Students jump into their hoops on hearingthe command: “In the puddle.” Have students respond to othercommands such as “out of,” “behind,” “in front of,” or “besidethe puddle.”

Variation: Have students run, skip, hop, or gallop around thegymnasium and, on the given signal, find a puddle to jump into.

� Partner Pass (manipulation)

Have pairs of students

• roll a ball back and forth

• underhand throw and catch a soft ball or beanbag

• strike a ball/puck with an implement

• bounce pass and catch a ball

• kick pass and stop a ball

Variation: Have students work individually to perform theseskills against a wall.

� Partner Posture Tag (balance)

Have students play tag in pairs. All students walk with beanbagson their heads or shoulders. When the tagger catches his or herpartner, the two exchange roles.

� Pizza (transport)

Have students, named as four different pizza toppings (e.g.,pepperoni, cheese, pineapple, mushroom), line up along a startline. They run to the opposite end line and back to the start linewhen their topping is called. The last two runners returning totheir starting point go to the “pizza” line at one side of thegymnasium. On the signal “pizza,” these players run to theopposite sideline and the first three runners returning to thatsideline rejoin the original group on the start line.

Variations: Call two toppings at once. All students on theoriginal line run when “deluxe” is called. Have a student call outthe toppings. Have students named as various fruits, colours, oranimals and play Fruit Salad, Rainbow, or Animal Kingdom.


Students will...


��S.1.K.B.1 � S.1.1.B.1 Explorebasic movement skills (i.e.,transport, manipulation, balance) andconcepts (i.e., body awareness, spaceawareness) in simple individual/dualactivities (e.g., use transport skillswhile moving in relation with anotherstudent as in “follow the leader”...).

Curricular ConnectionsMA: Shape and Space (comparisons indistance and height)

1–30

� Observation: Puddle JumpPeer Assessment: Checklist

As students observe their partners, have them circle or colour thecorrect face in the following checklist.

Pictures could be used instead of words for the transport skills.

Puddle Jump

My partner practised the skill when asked:

Skill Yes No

• skip � �

• hop � �

• gallop � �

• run � �

• “out” of the hoop � �

• “in” the hoop � �

• “beside” the hoop � �



1–31

Use music as a signal. Students jumpinto a puddle when the music stops.

Be aware of head lice situationswhen using beanbags or mats.

Remind students to stop beforereaching the wall and to watch forothers as they run.


� Big A, Little a

Select one chaser to be the “cat” who stands in the middle of theplay area in a hideout (e.g., made of mats). Have the otherplayers, starting on one end line, sing the following phrases andperform the respective actions:

• “Big A”—stretch as high as possible.

• “Little a”—crouch down low.

• “Bouncing B”—do little jumps on the spot.

• “The cat’s in the cupboard”—tiptoe slowly toward “cat.”

• “But he or she can’t catch me!”—on “me,” run to the otherend line without being tagged by the “cat.”

Have the tagged players become chasers and stand with the“cat.” The last tagged player is the next “cat.”

Variations: Select two cats for a quicker game. Select new catsfrom the remaining last six players. Play “The cat’s in thequinzhee” outdoors, chanting, “Big I, little i, bouncing B, thecat’s in the quinzhee and can’t catch me!”

� Cone Handball (manipulation)

Provide small groups of students with a soft sponge ball placedon top of a cone (ball should be near hip level) a few metresfrom a wall. One hitter faces the wall and attempts to strike theball off the cone three times with the hand. Other players standbehind the hitter and then chase the ball.

� Pirate Tag (balance)

Set up a climbing frame or various pieces of large equipmentaround the gymnasium (e.g., low vault box, climbing box,balance bench, ladder on the floor). Select two to four taggers(pirates carrying markers such as beanbags or sponge balls) andhave students move around the room, trying to avoid beingtagged by getting their feet off the floor or mats, by climbing, orby hanging, for five-second periods of time. After five secondsof balancing on one piece of equipment, students walk to anotherpiece of equipment. If caught, students switch places with thetaggers. For safety reasons, students who do not walk areautomatically caught. Students who run more than once areeliminated from the game.


Students will...


��S.1.K.B.2 � S.1.1.B.2 Explorebasic movement skills (i.e.,transport, manipulation, balance) andconcepts (i.e., body awareness, spaceawareness) in simple groupactivities (e.g., chasing/fleeing-typegames...).

� S.1.1.B.3 Set up and manageown games (e.g., skipping games,target games, hopscotch...).

Curricular ConnectionsMA: Shape and Space (comparisons insize, distance, and height)PE/HE: S.3.1.A.1 (safety)SC: Cluster 1—Characteristics and Needsof Living Things (animals)

1–32

� Performance Task: All Simple Group ActivitiesTeacher: Scoring Rubric

As students participate in various group activities, observe theiruse of the basic movement skills and concepts.

Scoring Rubric

Scale Participation/Skill Use

The student

4 • is enthusiastic at all times

• participates well in all activities

• uses skill effectively all the time

3 • is enthusiastic most of the time

• participates in most activities

• uses skill effectively most of the time

2 • participates selectively

• needs to be encouraged to participate in activities

• uses skill

1 • expresses frustration in activities

• opts out of activities most of the time

• does not show evidence of use of skill



1–33

When students experience difficultyor frustration while participating inmovement-based activities, choosedevelopmentally appropriateprogressions that will contribute tostudents’ personal success.

Demonstrate the proper technique tostudents. Caution the striker to aimfor the ball (not the cone) and tostrike only when all the other playersare at a safe distance behind thestriker.

See Safety Guidelines for PhysicalActivity in Manitoba Schools(MPETA et al.) for information onsetting up large equipment with floormats.

Remind taggers to move about theroom continuously rather than tostand guard to tag students who arecompleting their five-secondbalances.

Control the speed and safety of thegame by using various transportskills, with penalties for running.


� Holiday Theme Circuits

Using a holiday theme, set up station activities that allowstudents to use a variety of movement skills in a festiveatmosphere. Have students rotate from station to station orsuggest that they work on their own or in small groups to tryevery station in any order that they wish.

Variations: Use posters and name the station activities. Includelights, seasonal decorations, and music. Have student leadersassist in developing and setting up/taking down the learningactivities.

� Recess Games

Have students participate in a variety of recess games andactivities such as

• hopscotch

• rope skipping

• soccer

• follow the leader

• tag games

• structure climbing

� Tabloid Day

As suggested in Holiday Theme Circuits, set up a variety ofoutdoor station activities and have students rotate in groupformation from event to event.

Variations: Have students participate in multi-age groups. Useolder student leaders to set up and instruct the learning activitiesand to lead the groups from station to station. A variety ofthemes can be accommodated in this format: Olympic Days,Winter Carnival, The Big Circus, and so on.

� Cultural Events

Have students participate in a variety of cultural events set upthroughout the school:

• Festival du Voyageur

• Folk Dances from around the World

• Aboriginal Games

See Native Studies: Early Years (K–4): A Teacher’s ResourceBook (Manitoba Education and Training, 38).


Students will...


��S.1.1.C.1 Demonstratefunctional use of basic movementskills (e.g., hopping, jumping,kicking...) and equipment inoutdoor activities and/or specialevents (e.g., hopscotch, ropeskipping, snow soccer, tabloids,cultural theme days, Aboriginalgames...).

Curricular ConnectionsELA: GLO 5—Celebrate and buildcommunity (appreciate diversity)MA: Patterns and Relations (movementpatterns)PE/HE: GLO 4—Personal and SocialManagementSC: Cluster 4—Daily and SeasonalChanges (dressing for outdoor activities)SS: community, social responsibility,citizenship

1–34

� Performance Task: All Activities Teacher: Checklist

After observing the activity, determine whether the student isable to use movement skills functionally while participating inoutdoor activities and/or special events.



1–35

For further ideas/resources onholiday and theme days and recessgames and activities, refer to theMPETA website:

<http://home.merlin.mb.ca/~mpeta>.

Be sensitive to students’ variouscultural backgrounds when planningholiday theme activities.

See also other tag games (learningoutcomes K.1.1.B.3d andK.1.K.C.1).

Functional use of skills—promotesactual, real-world, purposefulparticipation. It respects individualvariation and diversity in styleand/or performance. A functionalapproach to instruction andassessment encourages the use ofbasic skills in a variety of forms, tosolve tasks, challenges, andproblems, in a way meaningful tostudents and society.

These school-wide events areexcellent opportunities to develop asense of community and schoolspirit, especially if staff, parents, andstudents work together to developthe event.

Further learning activities aresuggested on page 38 of NativeStudies: Early Years (K–4): ATeacher’s Resource Book (ManitobaEducation and Training).

Use BLM G–2: Class Checklist (see Appendix H)for recording results.


� Animal Movements

Have students use transport skills to move their bodies whileimitating various animals (e.g., galloping like horses).

� The Bunny Hop

Have students respond to your actions with the following dancecues:

• Touch your right toes to the right side, then back in place.Repeat.

• Touch your left toes to the left side, then back in place.Repeat.

• Jump forward once.

• Jump backward once.

• Jump forward three times.

Try the movements first without music, and then with music.Have students work individually, then behind a partner, withhands on the front person’s waist. Next, form short lines, andthen one long, single-file class line.

� Action Words

Create a set of action-word cards to use as movementstimulation (e.g., run, hop, slide, gallop, jump, skip, leap, roll,sway, swing, twist, twirl, shake, slither, melt, stretch, explode,collapse).

� Creative Movement Poems

Have students respond to various movement phrases in poems.Examples:

The Snowman

Quiet stands the snowman,On top the snowy hill. The wind begins to blow,The air has quite a chill.His scarf flaps and flutters,It’s starting to unwrap. Then a huge gust of windBlows off the snowman’s cap.Twirling and tumbling,On top the snowy hill,Until the wind dies down,And everything lies still.


Students will...


��S.1.1.D.1 Demonstratetransport skills (e.g., running,hopping, sliding/galloping,jumping...), applying movementconcepts (i.e., body and spaceawareness) while responding to avariety of stimuli (e.g., beat of adrum, music, action words, poem...).

Curricular ConnectionsELA: GLO 1—Explore thoughts, ideas,feelings, and experiences (experiment withlanguage and form)PE/HE: K.1.1.B.3a (moving in differentdirections and levels)SC: Cluster 1—Characteristics and Needsof Living Things (animal connection)

1–36

People

People in the daytimeGoing fastOff to schoolOff to workZoom, zip, zigzag, whip,Frantic flurry, in a hurry.People In the eveningSlowing downTaking a breathLooking aroundFalling, falling, fallingAsleep.

� Observation: Animal MovementsTeacher: Checklist

Observe student performance during the Animal Movementslearning activity.

Suggested Criteria:

The student

� exhibits a variety of transport skills

� applies movement concepts (i.e., body and space awareness)

� responds appropriately to a variety of stimuli/cues



1–37

For dance resources such as ChristyLane videos and music, contact theInstructional Resources Unit(Library), Manitoba Education,Training and Youth.

Art Extension: Have students makecostumes/props for performancepurposes (e.g., bunny ears to wearwhile performing the Bunny Hop).

Mix a cassette tape ofmusic/sounds/rhythms that stimulatedifferent transport and locomotormovements.

Find suitable music or instrumentsounds to accompany poetryreadings.

Provide learning experiences thatconnect to the different intelligences(e.g., outdoor activities connect tothe naturalist intelligence, activitieswith music connect to the musicalintelligence).


� Gymnastic Patterns

Have students explore various gymnastic movement patternsusing large and/or small apparatus, as suggested for learningoutcome S.1.K.D.2.

• Landings

• Statics

• Springs

• Rotations

• Locomotions

• Swings

� Small Hand Apparatus Tricks

Provide students with a variety of small hand apparatus (e.g.,beanbags, scarves, rhythm balls, hoops) and have them performtossing, catching, swinging, and circling movements, as directed.


Students will...


��S.1.K.D.2 � S.1.1.D.2 Explorethe gymnastic movement patterns(e.g., landings, statics, springs,rotations, locomotion, swings...) inactivities using large and/or smallapparatus (e.g., educationalgymnastics, rhythmic sportivegymnastics...).

Curricular ConnectionsMA: Patterns and Relations (movementpatterns)

1–38



1–39

Refer to the teacher notes forlearning outcome S.1.K.D.2 fordescriptions of the various gymnasticmovement patterns.

For further activities, refer to UpDown All Around (Russell,Schembri, and Kinsman) and topages 103 to 147 of Ready to UseP.E. Activities for Grades K–2(Landy and Landy).

Organize stations for small-groupactivity.

Prepare activity cards, posters,and/or charts to direct the tasks atthe stations.


1–40

Movement Outcomes: Grade 1

��K.1.1.A.1 Recognize the basic movement skills (i.e.,transport, manipulation, balance) used in differentphysical activities.

��K.1.K.B.1 � Discuss movement skill developmentas requiring good practice and patience in learning(e.g., to make and correct mistakes is part of the learningprocess; try, try again...).

��K.1.1.B.2 Show an understanding that balance isaffected by the amount of force (i.e., speed, weight) andbody position (i.e., bent knees, feet apart in direction ofmovement, arms spread) in stopping and landingactivities (e.g., stops and starts, jumping from low heights,movement exploration...).

��K.1.1.B.3a Recognize the terms associated withmoving in various directions (i.e., forward, backward,up, down, sideways) and at different levels (i.e., high,middle, low).

��K.1.1.B.3b Recognize terms describing differentbody shapes (i.e., curled, stretched, narrow, wide,twisted).

��K.1.1.B.3c Recognize time (e.g., fast or slow...), force(e.g., strong or light...), and flow (e.g., free and bound...)as qualities of effort in movement.

��K.1.1.B.3d Recognize terms for moving in relationto others (i.e., lead, follow, chase, move with, flee,dodge).

��K.1.1.C.1 Demonstrate knowledge of fundamentalrules (e.g., boundaries, safety...) used in simple gamesand activities (e.g., partner tag games...) designed by selfor others.

��K.1.1.C.3 Identify the factors (i.e., target distance,size of target, weight or shape of projectile) affecting thelevel of difficulty of target games/activities.

��K.1.1.C.4 Discuss the meaning of sharing, honesty,respect, and other social behaviours related to physicalactivity participation (e.g., honesty meansacknowledging that you have been tagged in a taggame...).

Knowledge

��S.1.1.A.1 Demonstrate the basic transport skills (i.e.,running, hopping, galloping, jumping) in a variety ofmovement experiences (e.g., run/hop around a hoop,jump consecutively in a forward direction...).

��S.1.1.A.2 Demonstrate the basic manipulation skills(i.e., rolling, underhand throwing, catching, striking,bouncing, kicking) in a variety of simple movementexperiences (e.g., roll a ball to a partner; toss a ball andcatch it before it bounces twice; kick a stationary ball...).

��S.1.1.A.3 Explore static and/or dynamic balance,using different movement concepts (e.g., using differentshapes, levels, body parts...).

��S.1.K.B.1 � Explore basic movement skills (i.e.,transport, manipulation, balance) and concepts (i.e., bodyawareness, space awareness) in simple individual/dualactivities (e.g., use transport skills while moving inrelation with another student as in “follow the leader”...).

��S.1.K.B.2 � Explore basic movement skills (i.e.,transport, manipulation, balance) and concepts (i.e., bodyawareness, space awareness) in simple group activities(e.g., chasing/fleeing-type games...).

��S.1.1.C.1 Demonstrate functional use of basicmovement skills (e.g., hopping, jumping, kicking...) andequipment in outdoor activities and/or special events(e.g., hopscotch, rope skipping, snow soccer, tabloids,cultural theme days, Aboriginal games...).

��S.1.1.D.1 Demonstrate transport skills (e.g., running,hopping, sliding/galloping, jumping...), applyingmovement concepts (i.e., body and space awareness)while responding to a variety of stimuli (e.g., beat of adrum, music, action words, poem...).

��S.1.K.D.2 � Explore the gymnastic movementpatterns (e.g., landings, statics, springs, rotations,locomotion, swings...) in activities using large and/orsmall apparatus (e.g., educational gymnastics, rhythmicsportive gymnastics...).

1.1 Show a willingness to participate in a variety of physical activities.

1.2 Express enjoyment in a variety of movement experiences.

1.3 Appreciate that time, commitment, and practice are required for skill development.

1.4 Appreciate the aesthetic and athletic values of movement.

1.5 Appreciate and respect diversity while participating in physical activity.

1.6 Appreciate and respect the natural environment while participating in physical activity.

Skills

Attitude Indicators

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1. Grade 1 Mov't - Province of Manitoba

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